Taking notes as a strategy for solving reality-based tasks in mathematics

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This study investigates the extent to which student and task-related characteristics are associated with different types of note-taking and analyzes how task success depends on these elements. For this purpose, a sample of n=866 students (age: mean=13.99) completing two reality-based tasks as part of a paper and pencil test are considered. The results demonstrate that the note-taking type differs significantly between the two parallel constructed tasks. For example, language skills (r=.26), interest in mathematics (r=.13), and the socio-economic statuses (r=.12) are observed to be significantly correlated to greater note-taking frequency. Based on linear regression (dependent variable: successful task solution), 34% of the variance is attributed to note-taking and other student characteristics. The most relevant predictor for a successful task solution (β=.36) is notes containing an elaboration of the given task information.
Original languageEnglish
Article numberem0744
JournalInternational Electronic Journal of Mathematics Education
Issue number3
Number of pages19
Publication statusPublished - 01.07.2023

Bibliographical note

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    Research areas

  • Didactics of Mathematics - note-taking, Learning strategy, Word problems, mathematical modelling, elaboration, Reading competence